Learning how to think

The delight of teachers and academics at the news of a dramatic increase in the number of pupils choosing to sit the Higher exam in Religious, Moral and Philosophical Studies will be echoed by many others from parents to politicians, seeing it as heartening proof that today's teenagers are keen to engage with some of the most difficult issues of the day. It is no coincidence that the jump from 1323 candidates in 2006 to 1751 this year follows changes to the religious education course to include more philosophy and current affairs. Subject matter now ranges from gender stereotyping to genetics; from the origin of the universe to euthanasia. These are tough topics for anyone, but if we are to benefit from the unprecedented opportunities before us, we all need to understand as much as we can about the consequences of actions and decisions.

Our senior school pupils are maturing into a world where the moral certainties of their parents' and grandparents' schooldays have been changed for ever by scientific and technological advances. Some of them will have been born as a result of in vitro fertilisation or from sperm or egg donation: the study of genetics cannot be an abstract concept. They can communicate directly with people all over the world and read first-hand accounts of what is happening in countries mired in conflict: war is no longer history. In that context we can no longer ignore any of the major world religions in the education of our young people. Pupils are expected to show an understanding of how religious belief gives a particular perspective to most of these subjects. In a country of different beliefs, as well as in a global context, knowledge of the similarities and differences is important and is the only way to bring about genuine respect for others.

While a philosophical exploration of the nature of religious belief can be fascinating and mind-expanding, it is in itself a demonstration of the impetus the subject gives to critical thinking skills. They have traditionally been at the core of Scottish education and it is particularly heartlifting to learn that a new generation is enthusiastically making the jump from absorbing knowledge to learning how to think. They need to do both, which is why we would like to see schools take this subject ever more seriously.

The Scottish Qualifications Authority reports that the change in content has made the course more attractive to teachers as well as to pupils. That provides a rare new opportunity for both groups, which schools should seize. Involving teachers of subjects other than religion - science and history, for example - would allow arts pupils to re-engage at a new level with science and vice-versa. It's tempting to suggest that Religious, Moral and Philosophical Studies should be compulsory for sixth-year pupils who already have a basic group of Highers, but that just might might have the opposite effect to that intended. Discuss.